Diversity among Spanish-speaking English language learners: profiles of early literacy skills in kindergarten     

Karen L. Ford  Sonia Q. Cabell  Timothy R. Konold  Marcia Invernizzi  Lauren B. Gartland 《Reading and writing》2013,26(6):889-912

This study explored heterogeneity in literacy development among 2,300 Hispanic children receiving English as a Second Language (ESL) services at the start of kindergarten. Two research questions guided this work: (1) Do Spanish-speaking English language learners receiving ESL services in the fall of kindergarten demonstrate homogeneous early literacy skills, or are there distinct patterns of achievement across measures of phonological awareness, alphabet knowledge, and orthography? and (2) if there are distinct profiles, to what extent do they predict literacy achievement at the end of kindergarten and the beginning of first grade? Using cluster analysis, the authors identified four distinct literacy profiles derived from fall kindergarten measures of phonological awareness, alphabet knowledge, and phonetic spelling. These profiles were found to be associated with literacy outcomes in spring of kindergarten and fall of first grade. The two profiles that were associated with greater success on later measures of concept of word in text, letter sound knowledge, word reading, and spelling were the two that included stronger performance on orthographic skills (i.e., alphabet knowledge and phonetic spelling). These findings demonstrated that there is heterogeneity among Hispanic ESL students at kindergarten entry and suggested that literacy instruction must be differentiated from the very beginning in order to meet students’ individual needs. The findings also suggested that orthographic skills should be assessed and taught early on. While phonological awareness may be a necessary precursor to reading, phonological awareness in the absence of orthographic skills may not be sufficient.  相似文献   

The Effects of School Gardens on Children's Science Knowledge: A randomized controlled trial of low-income elementary schools     

Nancy M. Wells  Beth M. Myers  Lauren E. Todd  Karen Barale  Brad Gaolach  Gretchen Ferenz 《International Journal of Science Education》2013,35(17):2858-2878

This randomized controlled trial or ‘true experiment' examines the effects of a school garden intervention on the science knowledge of elementary school children. Schools were randomly assigned to a group that received the garden intervention (n?=?25) or to a waitlist control group that received the garden intervention at the end of the study (n?=?24). The garden intervention consisted of both raised-bed garden kits and a series of 19 lessons. Schools, located in the US states of Arkansas, Iowa, Washington, and New York, were all low-income as defined by having 50% or more children qualifying for the federal school lunch program. Participants were students in second, fourth, and fifth grade (ages 6–12) at baseline (n?=?3,061). Science knowledge was measured using a 7-item questionnaire focused on nutritional science and plant science. The survey was administered at baseline (Fall 2011) and at three time points during the intervention (Spring 2012, Fall 2012, and Spring 2013). Garden intervention fidelity (GIF) captured the robustness or fidelity of the intervention delivered in each classroom based on both lessons delivered and garden activities. Analyses were conducted using general linear mixed models. Survey data indicated that among children in the garden intervention, science knowledge increased from baseline to follow-up more than among control group children. However, science knowledge scores were uniformly poor and gains were very modest. GIF, which takes into account the robustness of the intervention, revealed a dose–response relation with science knowledge: more robust or substantial intervention implementations corresponded to stronger treatment effects.  相似文献   

Teaching and learning philosophy in Ontario high schools     

Lauren Bialystok  Trevor Norris  Laura Elizabeth Pinto 《课程研究杂志》2013,45(5):678-697

  相似文献   

The duty to succeed: honor versus happiness in college and career choices of East Asian students in the United States     

Lauren Dundes  Eunice Cho  Spencer Kwak 《Pastoral Care in Education》2013,31(2):135-156

To better understand factors underlying educational and career choices, this study used both survey data from an online networking tool and data collected in college classrooms to gauge differences between Asians (primarily Korean) and white students in the United States. More Asians (41%) than whites (9%) prioritized prestige over happiness, while more white students (67%) than Asian‐American students (28%) deemed happiness as paramount in selecting a college. When assessing their parents, more Asian Americans thought their mothers (51%) and fathers (34%) emphasized prestige in choosing a college than white mothers (9%) and fathers (17%). In addition, Asian parents were assessed as much more prone to stress the importance of financial independence in career selection while white parents were perceived as prioritizing career enjoyment. Certain parenting techniques were much more common among Asians, such as reminding children of parental sacrifices made for the next generation, teaching them that academic performance is a matter of family honor and prodding academic success by comparing their accomplishments with those of children of family and friends. These findings may reflect a conscious strategy to overcome racial discrimination if education is seen as the primary path to upward social mobility. Awareness of the social and emotional cost of the staunch emphasis on the duty to succeed is important for those involved in educating and providing career counseling for college students with an Asian family background. Acknowledgement of pressure to honor parental expectations of narrowly defined acceptable academic and career achievement should be a part of counseling sessions that might otherwise focus exclusively on individual aspirations without due recognition of an interdependent, collectivistic orientation where upholding family expectations is integral to perceived success.  相似文献   

Agenda Control in the 2008 CNN/YouTube Debates     

Jennifer Stromer-Galley  Lauren Bryant 《Communication quarterly》2013,61(5):529-546

This article examines the evolving dynamic between citizens, journalists, and politicians—what we call agenda control—using the CNN/YouTube presidential primary debates as a case. A systematic content analysis of questions asked and candidates’ answers as compared with standard journalist-as-questioner debates hosted by MSNBC reveals that the dynamic between politicians, journalists, and citizens suggests that journalists do a better job of getting candidates to answer questions than do citizens in the YouTube video format, not by virtue of being journalists, but by virtue of asking the right form of question. Results also indicate that the CNN/YouTube debate questions from citizens failed to reflect the broad set of issues of interest to those who submitted questions, and instead included a disproportionate number of culture–war issues and campaign strategy questions. Findings suggest that journalists maintain the upper hand in agenda control.  相似文献   

春天的奇迹     

劳伦·斯特罗兹  刘克 《海外英语》2009,(2)

顽强的娇小的番红花破雪而出昭示着我们可以战胜任何艰难困苦。  相似文献   

Changes in depressive symptoms in first time mothers in home visitation     

Robert T. Ammerman  Frank W. Putnam  Mekibib Altaye  Liang Chen  Lauren J. Holleb  Jack Stevens  Jodie A. Short  Judith B. Van Ginkel 《Child abuse & neglect》2009,33(3):127-138

ObjectiveThe expansion of Home Visitation Programs for at-risk, first-time mothers and their young children has drawn attention to the potential impact of depression on program outcomes, yet little research has examined depression in the context of home visitation. The purpose of this study was to determine the prevalence of and changes in depressive symptoms in mothers enrolled in home visitation and identify predictors of change in symptoms over the first 9 months of service.MethodsSubjects consisted of 806 at-risk, first-time mothers enrolled in a Home Visitation Program. Self-reported depression was measured at enrollment and again 9 months later. Established clinical cutoffs were used to identify clinically elevated levels of depression. Additional measures were taken of interpersonal trauma history, concurrent intimate partner violence, and social support.ResultsResults indicated that: (1) 45.3% of mothers had clinically elevated symptoms of depression at some point during the first 9 months of service, (2) 25.9% of mothers had elevated symptoms at both time points or at the 9-month assessment, and (3) 74.1% experienced an interpersonal trauma prior to enrollment. Lack of improvement or worsening of depressive symptoms from enrollment to 9 months was best predicted by pre-enrollment interpersonal trauma history, young maternal age, being African American, and symptoms severe enough to have led to mental health treatment.ConclusionsFindings suggest that maternal depressive symptoms are a significant problem in home visitation. The role of interpersonal trauma in depressive symptoms, and how to best address these clinical issues in home visitation, warrants further examination.Practice implicationsMaternal depression is prevalent in Home Visitation Programs, and many mothers exhibit elevated symptoms at multiple time points over the first year of service. Interpersonal trauma history is also prevalent, and is predictive of increased depressive symptoms over time. Home Visitation Programs should note that mothers with interpersonal trauma history, young maternal age, and being African American have an increased likelihood of persistent depressive symptoms, which may in turn pose significant challenges to providing services.  相似文献   

Neoliberal narratives and the logic of abstinence only education: why are we still having this conversation?     

Lauren Clark 《Gender and education》2018,30(3):322-340

Given the lack of citizen or medical support for abstinence-only education, we ask how abstinence-education maintains such a stronghold in America and other Western democracies’ public policy and consciousness. Our response has three parts. In the first, we outline the disproportionately negative health outcomes of sex education experienced by female, impoverished, ethnic and racial minorities, and LGBT youth. Next we address prominent narratives in sex education. We use the work of Pierre Bourdieu as a frame to understand neoliberal narratives and the accrual of cultural capital. Next we address two specific narratives in sex education, both of which align with broad tenets of neoliberal thought: the first of these is a focus on individual responsibility at the expense of understanding broader social structures. The second questions the role of education in a democratic nation that privileges the private over the overall health of the citizenry. In closing, we highlight comprehensive alternatives to sex education that can better prepare healthy individuals and democracy.  相似文献   

Implementing Restorative Practices in Schools: A Practical Guide to Transforming School Communities     

Lauren Mannhardt 《International Journal of Disability, Development & Education》2017,64(1):113-115

  相似文献   

A post-occupancy evaluation of the impact of exhibit changes on conservation knowledge,attitudes, and behavior of zoo visitors     

Suma Mallavarapu  Lauren A. Taglialatela 《Environmental Education Research》2019,25(10):1552-1569

Abstract

Given that conservation education is a primary goal for zoos, it is important to study how changes in exhibit design in the same facility (with the same animals and visitor base) can impact short- and long-term conservation knowledge, attitudes, and behavior (KAB) amongst visitors. However, there is very limited research on this topic. Our goal was to conduct a comprehensive post-occupancy evaluation to study this impact at two exhibits that underwent renovations at Zoo Atlanta, using rigorous methodology and addressing limitations in previous research. We did not find significant differences in KAB scores when comparing the pre- and post-renovated exhibits. This is contrary to the existing view that renovations from non-naturalistic to naturalistic exhibits (and/or renovations to displays and signage) will improve KAB. Future researchers should continue to use rigorous methods to obtain valid and reliable measures of the impact of zoo exhibits and exhibit renovations on conservation-related KAB.  相似文献